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PROCESSPROCESSORIENTED

ORIENTED
PERFORMANCEPERFORMANCEBASED
BASED
ASSESSMENT
ASSESSMENT
BY:
BY:
ELLAINE
ELLAINE
LIMOSINERO
LIMOSINERO

PERFORMANCE BASED ASSESSMENT

Assesses the demonstration of their learning

An alternative assessment that is designed to encompass a
better overall representation of student progress.

Assessment is MOST effective when it reflects an
understanding of learning as MULTIDIMENTIONAL,
INTEGRATED, and revealed through PERFOMANCE overtime.

Learning is a complex process. It entails not only what
students know but what they can do with what they know.

PROCESS-PERFORMANCE BASED
ASSESSMENT

Concerned with the actual task performance rather than the
output or product of the activity.

The learning objectives in process oriented performance based
assessment are stated in directly observable behaviors
( Learning Competencies)

PROCESS-PERFORMANCE BASED
ASSESSMENT

These learning competencies should start from general statement, and then breaks down
to easily observable behaviors.
example:
TASK: Recite a poem by Edgar Allan Poe
OBJECTIVES: This activity aims to enable the students to recite a
poem entitled “The Raven” by Edgar Allan Poe.
1. Recite the poem from memory without referring to notes.
2. Use appropriate hand and body gestures in delivering the piece.
3. Maintain eye contact with the audience while reciting the poem.
4. Create the ambiance of the poem through appropriate rising and falling intonation.
5. Pronounce the words clearly and with proper diction.

PROCESS-PERFORMANCE BASED
ASSESSMENT
SIMPLE COMPETENCIES

Recite a poem with a feeling using
appropriate voice quality, facial
expression and hand gestures

Construct an equilateral triangle
given three non collinear points

Draw and color a leaf with green
crayon

Speak with a well-modulated voice

COMPLEX COMPETENCIES

Draw a straight line from one point to another

Color a leaf with a green crayon.

TASK DESIGNING (WHY AND HOW)

HOW TO DESIGN TASKS?

1. Identify the activity that would highlight the competencies to be
evaluated (reciting a poem, writing an essay, manipulating a microscope)
2. Identify an activity that entails more or less the same set of
competencies.
3. Finding interesting and enjoyable tasks.

TASK DESIGNING (WHY AND HOW)

Example:

The topic is on Understanding biological diversity

Possible Task Design: Bring the students to a pond or creek and ask them
to find all living organisms as they can find. Bring them to a school
playground too.

How to assess: Observe how the students will develop a system on finding
organisms, classifying and concluding the differences between them the bio
diversity of the two sites.

PROPER ASSESSMENT TOOL (Scoring
Rubrics)
 Rubric
A

scoring scale used to assess student
performance along a task-specific set of
criteria.

RECITATION RUBRIC
CRITERIA

Weigh
t

Level of Performance

Number of appropriate
hand gestures

x1

1-4

5-9

10-12

Appropriate facial
expression

x1

Lots of
inappropriate
facial expression

Few
inappropriate
facial expression

No apparent
inappropriate
facial expression

Voice inflection

x2

Monotone voice
used

Can vary voice
inflection with
difficulty

Can easily vary
voice inflection

Incorporate proper
ambiance through feelings
in the voice

x3

Recitation
contains very
little feelings

Recitation has
come feelings

Recitation fully
captures
ambiance
through feelings
in the voice

CRITERIA

A characteristics of a good performance task

Parts of
a
SCORING
RUBRIC

LEVEL OF PERFORMANCE

the degree the students have met the criterion

e.g. Number of appropriate hand gestures” in full
criteria would be “Includes a sufficient number of
hand gestures”

Descriptors – spell out what is expected of
students at each level of performance for each
criterion (lots of inappropriate, monotone voice)

Tells the student what a performance looks like
at each level.

Helps distinguish student’s work.

WEIGHT

Mechanism for assigning scores to each project.

WHY INCLUDE LEVELS OF
PERFORMANCE?

CLEARER EXPECTATION

MORE CONSISTENT AND OBJECTIVE ASSESSMENT

Students know what is expected on them and teachers know what to look for in student’s
performance

Teachers objectively distinguish between good and a bad performance.

BETTER FEEDBACK

Allows teachers to provide better feedback to students.

ANALYTIC RUBRIC
 Articulates

levels of performance for
each criterion so the teacher can assess
student performance on each criterion

TYPES
OF
RURIC

HOLISTIC RUBRIC
 Does

not list separate levels o
performance for each criterion. Instead,
a holistic rubric assigns level of
performance by assessing performance
across multiple criteria as a whole. A
more global picture of the student’s
performance in the entire task.

ANALYTIC
RUBRIC

HOLISTIC
RUBRIC

WHEN TO USE A RUBRIC?

ANALYTIC RUBRIC

Is more common and assesses tasks that involve a larger
number of criteria.

HOLISTIC RUBRIC

Is used when a quick or gross
judgment needs to be made.

Is used for judging minor
assessment.

It better handles weight on criteria

HOW MANY LEVELS
OF PERFORMANCE
SHOULD I INCLUDE
IN MY RUBRIC?

There is no specific number
of levels a rubric should or
should not possess. It will
vary depending on the task
and your needs.

It can have as few as two
levels of performance or as
many as you decide is
appropriate.

Make eye
contact
with
audience

Make eye
contact
with
audience

Neve
r

Make eye
contact
with
audience

Never Sometime alway
s
s

Rarel Sometime
y
s

Neve
r

Usual
ly

Rarel Sometime
y
s

alway
s

Usual
ly

RECOMMENDATIONS

Fewer levels of performance should be included because:

It’s easier and quicker to administer

Easier to explain to students

Easier to expand

THE END
THANK YOU!